A case study of the Introduction of Computer Science in NZ schools

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For many years computing in New Zealand schools was focused on teaching students how to use computers,
and there was little opportunity for students to learn about programming and computer science as formal
subjects. In this paper we review a series of initiatives that occurred from 2007 to 2009 that led to programming
and computer science being made available formally as part of the National Certificate in Educational
Achievement (NCEA), the main school-leaving assessment, in 2011. The changes were phased in from 2011
to 2013, and we review this process using the Darmstadt model, including describing the context of the
school system, the socio-cultural factors in play before, during and after the changes, the nature of the new
standards, the reactions and roles of the various stakeholders, and the teaching materials and methods that
developed. The changes occurred very quickly, and we discuss the advantages and disadvantages of having
such a rapid process. In all these changes, teachers have emerged as having a central role, as they have been
key in instigating and implementing change.

Subjects

Computer Science education

design

High school

Darmstadt model

Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130299 - Curriculum and Pedagogy not elsewhere classified

Field of Research::08 - Information and Computing Sciences::0899 - Other Information and Computing Sciences